Presentation for a delegation of Georgian and Armenian representatives of universities of the PICQA project www.picqa.org
Main topic: what could quality instruments and data about students contribute to actual teaching and designing of educational programmes? Sharing thoughs and examples
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Presentation for a delegation of Georgian and Armenian representatives of universities of the PICQA project www.picqa.org
Main topic: what could quality instruments and data about students contribute to actual teaching and designing of educational programmes? Sharing thoughs and examples
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
International rankings of universities; An overview for managers M&C TU DelftKim Huijpen
Presentation on international rankings of universities by Kim Huijpen.
Presented on Monday the 17th of October 2011 to managers Marketing & Communication of Delft University of Technology .
Sheets 3, 4, 5, 6, 8, 16, 19, 20, 21, 22, 26, 27, 28 and 29 are from earlier presentations by Johan Verweij. Sheets 2 and 23 are based on sheets from earlier presentations by Johan Verweij.
My presentation at tne MM5 Conf 20th October 2014
The full presentation can be viewed here it is recorded
http://www.wiziq.com/online-class/2119653-mm5-online-learning-and-learning-analytics
On ESG. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19
Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.
OECD Reviews of Evaluation and Assessment in Education: Czech RepublicEduSkills OECD
The Review looks at the various components of assessment and evaluation frameworks. These include:
Student assessment; Teacher appraisal; School evaluation.
Education system evaluation;
Other types of evaluation (programme evaluation, evaluation of school leadership etc)
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 5: Assessments for Skills in Thinking and Creativity - OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes by Deborah Nusche
International rankings of universities; An overview for managers M&C TU DelftKim Huijpen
Presentation on international rankings of universities by Kim Huijpen.
Presented on Monday the 17th of October 2011 to managers Marketing & Communication of Delft University of Technology .
Sheets 3, 4, 5, 6, 8, 16, 19, 20, 21, 22, 26, 27, 28 and 29 are from earlier presentations by Johan Verweij. Sheets 2 and 23 are based on sheets from earlier presentations by Johan Verweij.
My presentation at tne MM5 Conf 20th October 2014
The full presentation can be viewed here it is recorded
http://www.wiziq.com/online-class/2119653-mm5-online-learning-and-learning-analytics
On ESG. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19
Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.
OECD Reviews of Evaluation and Assessment in Education: Czech RepublicEduSkills OECD
The Review looks at the various components of assessment and evaluation frameworks. These include:
Student assessment; Teacher appraisal; School evaluation.
Education system evaluation;
Other types of evaluation (programme evaluation, evaluation of school leadership etc)
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 5: Assessments for Skills in Thinking and Creativity - OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes by Deborah Nusche
Higher education: measurement and quality - ethicsicdeslides
Intervention in Global Ethics Forum on measurement and quality, raising ethical challenges and responses. Discussing quality, outcome and students role. Discussing Quality models and student success. Using Learning analytics as case.
Following the needs of today’s society and the development and needs of learners, the project E-competent teacher within E-Education defines and describes the digital competencies or e-competencies that represent the basic level of digital literacy. They refer to teachers, pre-school teachers, ICT co-ordinators, school principals and deputy school principals. Our seminars mostly focus on the first level of digital literacy since they support the development of digital competencies. Partly, the second level is also included because the blended learning seminars enable participants to put into practice the knowledge they gain on various strategies, approaches, content and materials. By doing so, they apply the acquired competencies to their professional field. The results of the evaluation we have already done show that since 2009 there were 36.574 participations at the seminars (20.296 participants out of 30.000 teachers in Slovenia), 14.920 workshops with 39.073 participations, more than 70% of principals attended 1 or more leadership courses 99,3% schools were participating in the project, 285 members of development teams and 760 trained collaborators were involved in the project.
http://www.sio.si/
Scottish Initiatives in e-Learning - Enhancement-Led Innovationdrdjwalker
Slides from keynote presentation given at UK Heads of e-Learning Forum (HeLF) 10th Anniversary Event. Slides reflection on a cross section of key Scottish e-learning initiatives, and their impact, over the last 10 years.
Assessing OER impact across varied organisations and learners: experiences fr...Beck Pitt
This presentation was co-authored by Tim Coughlan (Nottingham), Beck Pitt (OU), Patrick McAndrew (OU) and Nassim Ebrahimi (Anne Arundel).
It was presented at OER13, Nottingham, UK which took place 26-27 March 2013.
Assessing OER impact across varied organisations and learners: experiences fr...OER Hub
This presentation was co-authored by Tim Coughlan (Nottingham), Beck Pitt (OU), Patrick McAndrew (OU) and Nassim Ebrahimi (Anne Arundel).
It was presented at OER13, Nottingham, UK which took place 26-27 March 2013.
A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
This slide was presented in International the 2015 Conference on Education Research.
I aggregated several my other partial slides and reports to describe adaptive learning model pertaining to concept of learning analytics as well as LOD for curriculum standards and digital resources. There is short introduction to the project of ISO/IEC 20748 Learning analytics interoperability - Part 1: Reference model.
Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
Un diálogo por la calidad: de la inspección a la inspiración, por Ingeborg Bo, miembro del Consejo de Dirección de la Fundación Europea para la Calidad en E-learning (EFQUEL).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Technology-based Assessment: Challenges and Promises
1. Gyöngyvér Molnár
University of Szeged
http://www.staff.u-szeged.hu/~gymolnar
Technology-based Assessment:
Challenges and Promises
6th EDEN Research Workshop
Budapest, Hungary, 24-27 October, 2010
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
„Developing Diagnostic Assessments” Project
2. Outline
• Need for change
• Possibilities and promises of TBA
• Implementing TBA in international projects
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
3. The need for change
• Technology abounds
• Change - Live, learn,
communicate
• New insight into the
learning process
• Potential to transform
education
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
4. The need for change
• New expectation,
lifestyle - the Net
Generation “digital
natives” => calls for
different type of teaching
• Schifting from generation
gap to generation lap
• New demands on the
education
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
5. The need for change
• Existing models of
assessment fail
• New assessments are
required
• Multi-sensory feature
• Retention rates
• Technology alone will not
result in higher achievement
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
• Technology is not the issue - > catalyst
6. The need for change
• Data about education
quality and its impact on
economic output
• After 4 cycles of PISA
• Economic modeling
• E.g. how the GDP would
change according to the
change in educational
output
• Result: relatively small
improvements – large
impact on future
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
7. Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
0
200
400
600
800
1000
1200
Mexico
Turkey
Greece
Portugal
Italy
Luxembourg
Spain
UnitedStates
Poland
Norway
SlovakRepublic
OECD
Hungary
Denmark
Germany
Iceland
France
Ireland
Sweden
Austria
Switzerland
Belgium
CzechRepublic
UnitedKingdom
Australia
NewZealand
Canada
Netherlands
Japan
Korea
Finland
Catching up with Finland
(in percent of GDP)
% current
GDP
8. Why is assessment so important?
„You can not improve what you can not measure”
(Schleicher, 2010)
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
9. The feedback in education
• ICT – growing in every segment of education
• International tendencies (OECD, ETS, NCES) in
educational assessment
• PPT reached its barrier
• Human resources, cost of money and time
• TBA solve this problem
• NEED to use technology to improve the efficiency of
assessment
• Improved quality of data and increased speed of
assessment
• Better conditions to improve the educational system
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
10. Possibilities and promises of TBA
(1)
• Reach stimulus material (multimedia tools)
• New item formats
• New construct (PS in technology reach environment)
• New areas (dynamic assessment) – assessing dynamic
– MicroDYN approach
– example
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
11.
12. Possibilities and promises of TBA
(2)
• TBA rises new issues in assessment:
– background data – testing prozess - e.g. educational
data mining – log file analyses - issues of reaction
time, sequence
– annotations regarding eye and face tracking
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
13. Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
14. Possibilities and promises of TBA
(3)
• offers new assessment methods (adaptive testing)
– the difficulty of the test tailors dynamically to the
student’s ability level
– items are selected from an item bank dependent at a
difficulty appropriate for the student
– provides more time-efficient and accurate
assessments.
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
15. -4
-3
-2
-1
0
1
2
3
4
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
logitscale
item
Adaptive testing
Person ability level
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
16. (4)
• increases motivation - students with high and low ability
level - flow experience
(5)
• changes the whole assessment process (item generation,
scoring, data-processing, information flow, feedback and
the speed of assessment)
• rapid and precise feedback
(6)
• poses new questions and problems – if TBA – replace PP
∑ improved quality and increased quantity of data and
increased speed of assessment
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
Possibilities and promises of TBA
17. Implementing TBA in international
projects
• Europe: growing attention in several European countries
and the European Union also facilitates these attempts
• At national level Luxemburg leads the way:
– able to assess an entire cohort simultaneously
– automatic generation of the feedback to the teachers
– University of Luxembourg and the Public Research
Center Henri Tudor
– TAO (Testing Assisté par Ordinateur)
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
18. Implementing TBA in international
projects
• Germany – DIPF – TBA project :
– adapts and further develops the TAO platform
– establish a national standard for technology-
assisted testing
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
19. Implementing TBA in international
projects
• In Hungary – 2008 – first – media effect study:
– Inductive reasoning
– 5th grader (PP + CB)
– TAO platform
– Result: global achievement highly correlate – items,
persons – behave differently
• 2009 - a large-scale project was launched by the Center
for Research on Learning and Instruction - University of
Szeged - develop an online diagnostic assessment
system for the first six grades of primary school in
reading, mathematics and science
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
20. „Developing Diagnostic
Assessments” Project
• the development of assessment frameworks
• devising a large number of items both on paper and on
computer - building item banks
• research on comparing the achievements on the tests
using different media.
• long-term project aims: an online formative assessment
system for the first six grades of primary school
• First phase: pilot the system in 200 schools
• study the related technological and methodological
issues in detail
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
21. Implementing TBA in international
projects
• US - many instances
– CBA and online assessment so wide spread - testing
industry - engaged in writing and developing task and
different testing software
– Despite of this – in 2009 – Microsoft, Cisco and Intel -
transforming global educational assessment and
improving learning outcomes
– Teaching of 21st Century Skills project
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
22. Teaching of 21st Century Skills
project
• Aim: resolve the gap - exists between what goes on
in schools and what goes on in the real world
• better measure the skills - needed for the 21st-
century
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
23. Teaching of 21st Century Skills
project
• Specify high-priority skills, competencies, - 21st century -
turn these into measurable standards and assessment
framework
• Examine innovative learning environments and formative
assessments - draw implications for ICT-based
summative assessments
• Identify methodological and technological barriers –
support solutions
• implementation of these standards and methodologies,
pilot test, make recommendations for broader
educational assessment reform.
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
24. OECD PISA
• Started to implement CBA
• 2006 – CBAS
• 2009 - ERA
• 2012 - problem solving
• 2015 - completely to CBT
• still a lot of open questions
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
25. • Despite of the advantages - in large-scale national and
international assessment - faces several technological
challenges
• complexity of issues - no simple and clear solution
• Several technological means available in schools
• diversity, compatibility, connectivity require further
considerations
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
26. But the future is more promising…
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
Institute of Education,
University of Szeged
27. Thank you for your kind attention!
http://www.staff.u-szeged.hu/~gymolnar
Research Group on the Development of Competencies,
Hungarian Academy of Sciences
… and remember:
„Without data, you are just another person
with an Opinion” (Schleicher, 2010)
